Biology 1

Course Description

Biology I is a course that introduces students to the world of living things. The students explore the following:

• basic life processes at the molecular, cellular, systemic, organismal, and ecological levels of organization within the biosphere;
• interdependence and interactions within the environment to include relationships, behavior, and population dynamics;
• cultural and historical scientific contributions of men and women;
• evidence that supports biological evolution; and
• current and emerging technology applications.

It is the expectation that students will experience the content of Biology I through an inquiry approach. Using available technology, students will investigate the world around them. Biology I will provide the student with knowledge, prerequisite skills, habits of mind needed for daily living and ethical decision-making. This course provides a foundation for advanced biological studies and personal career choices.

Standard Number 1.0: Cells

Standard: The student will investigate the structures and functions of cell membranes, organelles, and component biomolecules as related to major cell processes.

Learning Expectations:

The student will

1.1 compare and contrast the chemistry of biomolecules and investigate their roles in cell structure and metabolism.

1.2 explore and compare the organelles of different cell types.

1.3 probe the composition of the cell membrane and its significance in maintaining homeostasis.

1.4 analyze cell processes.

Performance Indicators State (SPI) and Teacher (TPI):

At Level 1, the student is able to

SPI identify major cell organelles and their functions, given a diagram, description, and/or scenario.

TPI demonstrate appropriate use and care of compound light microscopes.

TPI develop a time line that traces the development of microscopy and correlates this information to discoveries in cytology.

 

SPI distinguish between plant and animals cells, given diagrams or scenarios.

TPI examine plant and animal cells using compound light microscopes.

TPI create a 3-D model of a typical cell.

TPI prepare wet mount slides.

TPI prepare a slide using proper staining techniques.

 

SPI predict the movement of water molecules across a semi-permeable membrane, given a diagram showing solutions of different concentrations.

TPI demonstrate the movement of molecules across a semi-permeable membrane.

 

SPI sequence a series of diagrams depicting the movement of chromosomes during the cell cycle.

TPI model the movement of chromosomes during the cell cycle in plant and animals cells.

 

SPI compare and contrast the cell cycle in plant and animal cells, given a diagram or description.

TPI identify similarities and differences that occur during the cell cycle of plant and animal cells.

At level 2, the student is able to

SPI distinguish among proteins, carbohydrates, lipids, and nucleic acids, given structural formulas.

TPI construct a model of each of the biomolecules given a structural formula or diagram.

 

SPI identify a positive test for carbohydrates and lipids when given an experimental procedure, data, and results.

TPI conduct an experiment to identify carbohydrates and lipids.

 

SPI distinguish between active and passive transport, given examples.

TPI differentiate between active and passive transport of molecules across a semi-permeable membrane.

 

SPI evaluate the role of meiosis in maintaining genetic variability and continuity, given a scenario.

TPI interpret the ways in which meiosis reduces the numbers of chromosomes in gametes.

 

SPI determine the number of chromosomes following mitosis or meiosis, given the number of chromosomes in the original cell.

TPI model the movement of chromosomes during mitosis in plant and animal cells.

TPI model the movement of chromosomes during meiosis in plant and animals cells.

 

SPI recognize the importance and the mechanisms of homeostasis to the viability of organisms, given a scenario.

TPI observe and identify a variety of processes that demonstrate homeostasis in organisms.

TPI calculate the ratio of cell surface area to cell volume.

At Level 3, the student is able to

SPI identify the biomolecules responsible for communication, response, regulation, or reproduction in the cell.

TPI design and conduct a controlled experiment to observe enzymatic actions and identify possible sources of experimental error.

TPI conduct a test to detect the presence of proteins.

Sample Task:

Egg Membrane Demonstrations

Decalcify eggs by placing them in a solution of one part white vinegar (5% acetic acid) and two parts water. Soak eggs under refrigeration. After three days, gently rub the eggs to loosen the calcium and refresh the solution with a new solution of the same ratio).  Hypertonic solution experiment: dissolve two parts corn syrup and one part water, place one egg in solution and store under refrigeration; maximum shriveling will occur in twelve hours.  Hypotonic solution experiment: fill a beaker with water; place one egg in the water and store at room temperature; the egg will demonstrate maximum stretching in ten hours.  Isotonic solution experiment: store two eggs in one part corn syrup and two parts water solution. Minor adjustments in syrup and water may be necessary to maintain normal size.  Diffusion experiment: place an egg in isotonic solution; add or drops of blue food coloring to the solution, the dye will penetrate the egg within minutes.

Integration/Linkages: microscope, homeostasis, chemistry, physical science, meiosis, heredity, mitosis, art, mathematics, Lifetime Wellness, nutrition, history, research and writing, careers

Standard Number 2.0: Interactions

Standard:

The student will investigate the interactions of organisms with their environment through different nutritional relationships, population dynamics, and patterns of behavior.

Learning Expectations:

The student will

2.1  compare and contrast the different types of symbiotic relationships.

2.2  distinguish between abiotic and biotic factors in an environment.

2.3  analyze the flow of energy in an ecosystem using energy pyramids.

2.4  analyze innate and learned behaviors and relate these to the survival of organisms.

2.5  investigate the roles of producers, consumers, and decomposers in an ecosystem.

2.6  examine the impact of human activity on ecosystems.

Performance Indicators State (SPI) and Teacher (TPI):

At Level 1, the student is able to

SPI identify commensalism, parasitism, and mutualism, given a scenario with examples.

TPI compare and contrast symbiotic relationships: parasitism, mutualism, and commensalism.

 

SPI classify an organism as a producer, consumer, or decomposer, given its behavior.

TPI identify the producers, consumers, and decomposers in a food chain.

TPI illustrate the flow of energy through an ecosystem from the sun to producers, consumers, and decomposers.

TPI investigate the impact of parasites on organisms, including humans.

TPI recognize the kinds of organisms found at the base of a food chain.

At Level 2, the student is able to

SPI identify abiotic and biotic factors, given a description or an illustration of an ecosystem.

TPI describe the niche and habitat of an organism in an ecosystem.

TPI observe an outdoor habitat and identify the abiotic and biotic factors, plant and animal populations, producers, consumers, and decomposers.

 

SPI make inferences about how environmental factors affect population growth, given a scenario.

TPI recognize the general conditions necessary to maintain an ecosystem by constructing a model of an ecosystem.

TPI maintain a model of an ecosystem.

 

SPI examine the energy flow through the trophic levels of an ecosystem, given a diagram and/or scenario.

TPI illustrate the flow of energy through an ecosystem from the sun to producers, consumers, and decomposers.

 

SPI determine the effects of human activities on ecosystems, given a scenario.

TPI use current publications to research instances where human influence has changed an ecosystem; communicate findings through written or oral presentations.   

TPI investigate the effects of acid rain on the environment.

TPI research and evaluate the economic and social impact of recycling on nonrenewable resources.

 

SPI analyze and interpret population growth curves, given graphs.

TPI using data, construct and interpret population graphs to determine if a population is stable, increasing, or declining.

TPI analyze human population graphs to infer the impact on global resources, as well as economic and social factors.

At level 3, the student is able to

SPI distinguish between a learned and innate behavior, given a description of that behavior.

TPI investigate the behaviors and adaptations of selected organisms, and relate these to the survival of the species.

TPI investigate factors that influence the Hardy-Weinberg equilibrium.

Sample Task: The students will choose an ecosystem that they would like to simulate. They will design a mini ecosystem that will support at least three types of plants and animals. They will observe the ecosystem daily and add water as needed. The students will observe the ecosystem inhabitants and note their behavior and growth. The students will also look for interactions between organisms and for changes that may occur.

Integration/Linkages: energy transfer, ecology, biogeochemical cycles, mathematics/graphing, health, evolution, mutations, adaptations, immunology, physical science, geography, populations, ecology, genetics, politics, economics, natural resources, recycling, careers, sociology, research and writing

Standard Number 3.0: Photosynthesis and Respiration

Standard: The student will compare and contrast the biochemical processes involved in the transfer of energy during photosynthesis and respiration and analyze the major biogeochemical cycles in the biosphere.

Learning Expectations:

The student will

3.1  compare and contrast the light dependent and light independent reactions of photosynthesis.

3.2  investigate the relationship between the processes of photosynthesis and respiration.

3.3  analyze the carbon, oxygen, nitrogen, and water cycles in the biosphere.

3.4  explore the efficiency of aerobic and anaerobic respiration.

Performance Indicators State (SPI) and Teacher (TPI):

At Level 1, the student is able to

SPI identify the reactants and products of photosynthesis and/or respiration, given equations.

TPI construct charts comparing reactants, products, and energy transfer in photosynthesis and respiration.

TPI demonstrate that oxygen is released during photosynthesis through a laboratory investigation.

TPI produce concept maps of the major events during the light dependent and light independent reactions.

 

SPI identify the cell organelle in which photosynthesis or respiration occurs, given a diagram.

TPI investigate the chloroplasts in a leaf such as Elodea.

 

SPI interpret a diagram of the carbon-oxygen cycle.

TPI construct a model or a diagram of the carbon-oxygen cycle.

TPI demonstrate or illustrate the movement of water, oxygen, nitrogen, and carbon dioxide through a plant.

At Level 2, the student is able to

SPI distinguish between aerobic and anaerobic respiration in terms of the presence or absence of oxygen and ATP produced.

TPI compare the efficiency of aerobic and anaerobic respiration.

TPI sequence the major events of cellular respiration and anaerobic respiration.

TPI investigate the importance of fermentation to the pharmaceutical, agricultural, and food and beverage industries.

 

SPI investigate the interdependence of photosynthesis and respiration in living organisms, given a diagram or scenario.

TPI research environmental issues that affect or are affected by photosynthesis and respiration in organisms.

At Level 3, the student is able to

SPI relate how energy is transferred from cellular energy to cellular work.

TPI investigate how energy is transferred from cellular respiration to cellular work.

Sample Task:

Oxygen Production During Photosynthesis

Prepare three test tubes, one of each of the following: well aerated water, boiled and cooled water, and boiled and cooled water with 2cc of a 25% sodium bicarbonate solution. Place a 3-inch twig of Elodea, cut end up, in each test tube. Tie the Elodea to a glass rod to keep it in place. Expose the tubes to full light intensity and allow to stand for several minutes. Count the bubbles released in each test tube for five minutes. Record results. Repeat the procedure, but place the tubes in darkness or cover with aluminum foil. The rate of starch production depends on factors such as temperature, light intensity, carbon dioxide, and water concentration. The rate of photosynthesis can be determined by (noting the materials entering the reaction) and determining an end product, such as oxygen.

Integration/Linkages: interaction of organisms, physical science/equations and hydrolysis, ecology, diversity, adaptations, C,3 C4, CAM, microscopes, graphs, mathematics, research and writing, chemistry, careers, physical science, concept maps

Standard Number 4.0: Genetics and Biotechnology

Standard:

The student will investigate genetics and heredity, different methods of reproduction, patterns of inheritance, genetic disorders; as well as, explore and evaluate DNA technologies from both scientific and ethical perspectives.

Learning Expectations:

The student will

4.1  investigate the structure of DNA and RNA.

4.2  relate the structure of DNA and RNA to the processes of replication and protein synthesis.

4.3  compare and contrast asexual and sexual reproductive strategies used by organisms.

4.4  apply the principles of Mendelian inheritance to make predictions about offspring.

4.5  examine modes of inheritance involving sex linkage, co-dominance, incomplete dominance, multiple alleles, and polygenic traits.

4.6  investigate the causes and effects of mutations.

4.7  identify the causes and effects of genetic disorders in plants and animals.

4.8  investigate the scientific and ethical ramifications of genetic engineering, recombinant DNA, selective breeding, hybridization, cell and tissue culturing, transgenic animals, and DNA fingerprinting.

Performance Indicators State (SPI) and Teacher (TPI):

At Level 1, the student is able to

SPI distinguish between asexual and sexual methods of reproduction, using a scenario.

TPI classify different types of reproduction as sexual or asexual.

TPI use a microscope to diagram and label different types of reproductive cells.

 

SPI identify dominant and recessive traits, given the results of a monohybrid cross in a scenario.

TPI distinguish between dominant and recessive traits, given the results of a monohybrid cross.

 

SPI determine the genotype and phenotype of a monohybrid cross, given a Punnett square.

TPI diagram and analyze a monohybrid cross, given a genetic problem.

 

SPI relate changes in the DNA instructions that cause mutations, given diagrams.

TPI manipulate a model or a diagram of DNA to demonstrate different types of mutations.

TPI analyze a series of DNA bases to determine the sequence that demonstrates a mutation.

At Level 2, the student is able to

SPI recognize the major functions of DNA as replication or transcription, given diagrams and/or descriptions.

TPI model the processes of replication, transcription, and translation.

 

SPI identify the sex chromosomes in humans and recognize inheritance patterns that are sex-linked (X- linked), using a pedigree or scenario.

TPI construct and analyze a pattern of inheritance illustrating a sex-linked (X-linked) trait.

 

SPI analyze modes of inheritance including co-dominance, incomplete dominance, and multiple alleles using genetic problems or Punnett Squares.

TPI construct and analyze genetics problems that illustrate co-dominance, incomplete dominance, and multiple alleles.

 

SPI analyze DNA fingerprinting using an illustration of DNA.

TPI interpret illustrations of DNA that show similarities and differences.

 

SPI determine the probability of having a child with an autosomal disorder, such as cystic fibrosis or Tay-Sachs, given a scenario or genetic problem.

TPI construct and analyze genetic problems that illustrate autosomal disorders.

TPI conduct research to debate or defend the scientific and ethical issues surrounding emerging DNA technologies and the Human Genome Project.

TPI analyze/construct a human karyotype and identify abnormalities associated with chromosome number, deletions, and translocations.

At Level 3, the student is able to

SPI differentiate the processes of replication, transcription, and translation, given descriptions and/or  diagrams

TPI construct a model of DNA to illustrate transcription and translation.

TPI construct a chart comparing the shape, function, and molecular makeup of DNA and RNA.

TPI identify the structure and functions of a DNA molecule, given a choice of several representations.

TPI discuss the formation of recombinant DNA.

 

SPI analyze a dihybrid cross to determine the probability of a particular trait, given a completed Punnett square.

TPI construct a dihybrid cross and predict the genotypic and phenotypic ratios.

Sample Task:

DNA Gumdrop Lab

Students will prepare a model of a segment of DNA using large and small marshmallows, gumdrops of four different colors and toothpicks. Give each student a specific base triplet sequence to model. Students will connect the large marshmallows (representing sugar molecules) alternately with the small marshmallows (representing phosphate groups) to represent the “sides” of the DNA. The marshmallows are connected with toothpicks (representing bonds). Assign each of the four bases a color. For example, cytosine might be red and guanine might be yellow. Connect the bases (in the order given in their base triplet sequence) to the sugar groups of one side. Connect the complementary base to the initial bases with toothpicks and then connect them to the sugar on the opposite side. The DNA model may be twisted if the students are careful. Students may exchange models and write the sequences. After studying DNA, students may use their model, separate the DNA strand, and then model RNA using a fifth color for uracil.

Integration/Linkages: biological evolution, mitosis, meiosis, cell, math, probability, statistics, Hardy-Weinberg, microscope, art, research and writing, chemistry, careers, debate, adult living, Lifetime Wellness, physical science, communication.

Standard Number 5.0:  Diversity

Standard:

The student will investigate the diversity among organisms by analyzing classification systems, exploring diverse environments, and comparing life cycles.

Learning Expectations:

The student will

5.1   establish criteria for designing a classification system and compare historically relevant systems of classification.

5.2   infer the types of organisms native to specific environments included in the major biomes present on earth.

5.3   compare plant and animal structures and life cycles to recognize relationships among organisms.

Performance Indicators State (SPI) and Teacher (TPI):

At Level 1, the student is able to

SPI infer animals or plants indigenous to an environment, given pictures or diagrams of the organisms and a description of the environment.

TPI predict the types of plants and animals indigenous to a biome by determining the characteristics of the biome.

 

SPI infer the biome in which an animal or plant lives, given a description of the organism and pictures of various biomes.

TPI illustrate or construct a biome for specific plant and animal species by determining the needs of the organisms.

 

SPI infer the relatedness of different organisms using the Linnean system of classification, given pictures and/or descriptions of a variety of different plants or animals and a classification key.

TPI relate the advantages and disadvantages of various types of classification systems, including the Aristotelian, Linnean, and DNA sequencing systems.

TPI compare DNA sequences to determine genetic relatedness of organisms.

At Level 2, the student is able to

SPI determine the genus and species of an organism, given a dichotomous key containing descriptions of the characteristics at each classification level.

TPI develop a rationale for a system of classification, given a group of objects.

TPI classify a group of organisms given a dichotomous key.

 

SPI determine whether an insect undergoes complete or incomplete metamorphosis, given pictures, diagrams, or descriptions.

TPI model the stages of complete and incomplete metamorphosis.

SPI infer the body symmetry of an organism, given a diagram, picture, and/or description.

TPI model body plans with asymmetry, radial, and bilateral symmetry.

SPI infer the function of a system or organ, given structural descriptions of an earthworm, crayfish, frog, or human.

 

TPI examine plant and animal specimens and compare and contrast their structural components.

TPI predict the function of a system or an organ, given the characteristics of the organ or organs contained within a system.

TPI compare and contrast the structure and function of organs and organ systems in various species of animals.

At Level 3, the student is able to

SPI compare and contrast the life cycles of various organisms to include alternation of generations, given diagrams or pictures.

TPI examine plant and animal specimens and compare and contrast their structural components and life cycles.

TPI illustrate the alternation of generations in a plant or animal species.

Sample Task:

Bean Soup Classification

After discussing characteristics used to determine different groups, such as age, grade level, first letter of the alphabet, etc., explain to students that classification is an arbitrary method of grouping things. At your local grocer obtain a bag of bean soup mix with a variety of different types of beans. Divide your students into groups of three or four, and give each group about 1 cup of beans of different kinds. Instruct the groups to design their own system of classifying the objects you have given them. They must identify the features for each of their units of classification. Have each group report their system to the class, and then allow the class to adapt a system of classification for the beans. Discuss the rationale used in systems of classification (i.e. color, shapes, numbers of parts, symmetry, etc.).  Relate this to the methods used by Aristotle, Linneaus, and the DNA base sequencing method of determining relatedness of different organisms. Students may be evaluated by looking for some of these rationales: ) method of grouping defined (shapes, colors, size, etc), ) provide explanation for groupings, ) develop a key to determine the groups.

Integration/Linkages: Tessellating in mathematics, evolutionary trends in plants and animals, Fibonacci sequences in mathematics, genetics, geography, research and writing, careers, ecology, entomology, anatomy and physiology, history

Standard Number 6.0: Biological Change

Standard:

The student will investigate the forces of natural selection on the development of organisms and examine the evidence that supports biological evolution.

Learning Expectations:

The student will

6.1  interpret and evaluate the evidence for biological evolution in the fossil record.

6.2  investigate how mutation, natural selection, and adaptation impact the emergence of new species.

6.3  recognize the contributions of scientists, including Darwin, that led to the concept of evolution.

6.4 apply current knowledge of DNA and comparative anatomy to provide evidence for biological evolution.

Performance Indicators State (SPI) and Teacher (TPI):

At Level 1, the student is able to

SPI differentiate between the relative age of fossils in sedimentary rock, given a diagram, scenario, or description of rock strata.

TPI compare and contrast fossils located in different sedimentary rock strata.

TPI construct “mock” fossils using casts and molds.

TPI calculate the approximate age of a fossil, given the amount of carbon atoms found in the fossil and the half-life of C-14.

 

SPI predict how environmental changes affect the formation of a new species or the extinction of an existing species, given a scenario.

TPI collect or observe various fossils and relate them to bio-geographical changes.

TPI collect data from local or regional records regarding population counts of a specific species found in the area and hypothesize what events might affect these populations.

At Level 2, the student is able to

SPI apply knowledge of divergent evolution, as in Darwin’s finches, to determine why species with a common ancestor have adapted differently, given a diagram or description.

TPI develop a timeline, diorama, or a diagram that shows changes in populations over time.

 

SPI compare homologous structures in species to determine the relatedness of certain species, given diagrams or pictures.

TPI analyze a variety of models, samples, or diagrams that demonstrate the genetic relatedness of organisms according to their structural similarity.

 

SPI differentiate between natural selection and selective breeding, given a scenario.

TPI analyze peppered moth data to illustrate natural selection.

TPI predict the role of a mutation in the ability of a population to respond to a change in the environment.

TPI analyze a variety of scenarios to distinguish between natural selection and selective breeding.

At Level 3, the student is able to

SPI recognize the relatedness of species using illustrations of anatomical structures, protein sequences, and/or DNA bands.

TPI compare and contrast the homologous and analogous structures of organisms to demonstrate genetic relatedness.

TPI compare and contrast protein sequences and DNA bands.

Sample Tasks: Given a specific biome, select a natural event that might affect the organisms living in that biome. With this knowledge, ask students to predict what adaptations would become more important than they seemed in the past. Design a “new” organism that might appear because of adaptations necessary for the survival of the species. Draw the organism and give it a name. Present your organism to the class and explain why you think it might have formed and what traits are evident.

Integration/Linkages: genetics/inheritance of traits, diversity of life, mathematics/calculations, graphing and time lines, microscopy, physical science, geology, populations, history, genetics, geography, earth science, bacteria, disease, research and writing, careers, communications